Computational Thinking (CT) Proficiency Among Malaysian Teacher Trainees: A Cross-Institutional Analysis in the Central Zone

Abstract

Computational Thinking (CT) has become an essential competency in 21st-century education, equipping individuals with structured problem-solving skills necessary for a technology-driven world. In Malaysia, the Ministry of Education has integrated CT into the national curriculum, however, research indicates varying extent of CT proficiency among teacher trainees, raising concerns about their preparedness to implement CT in classrooms. This study examines the extent of CT proficiency among teacher trainees in the Central Zone of Teacher Training Institutes or known locally as Institut Pendidikan Guru Malaysia (IPGM), focusing on their competency in abstraction, decomposition, pattern recognition, algorithmic thinking, logical reasoning, and evaluation. A quantitative approach was employed, using a validated multiple-choice instrument to assess CT proficiency among 448 teacher trainees. Descriptive and One-way ANOVA analyses were conducted to determine CT competency and the effect of institutional background towards CT proficiency among teacher trainees. The findings indicate that teacher trainees exhibit strong competencies in evaluation, decomposition, and algorithmic thinking, but face challenges in logical reasoning and pattern recognition. ANOVA analysis result confirmed significant differences across institutions. These disparities may reflect differences in institutional practices, instructional strategies, or student support systems. The study provides insights into CT integration in teacher education and offers recommendations for curriculum improvements to better equip teacher trainees with computational problem-solving skills.